Learning From and With the Global South to Recognize Thinkedpracticed Curricula as Ecology of Knowledges

• In Event: Curriculum Research Lines From the Global South: Toward a Dialogic Encounter With Southern Places

Abstract

Objectives or purposes
This paper presents the concept of “thinkedpracticed curricula” (Author) as everyday life creation that often assumes an ecological perspective in the texture of the different knowledges at schools. Captured through narratives about curricular practices, those thinkers-practitioners act weaving scientific and other knowledges in an ecological, non-hierarchical, relation that resizes epistemologically and methodologically some northern ways of doing (Author). Therefore, we defend the relevance of the study of daily curricular creation which allows us to learn from the South (Paraskeva, 2016) and weave cognitive and social justice into teaching and learning.

Perspective(s) or theoretical framework
Santos' (2010) work points out the need of learning from the South to improve cognitive and social justice as a condition to high intensity Democracy. What we look for in the "Global South" is to understand and deconstruct the processes of building and legitimizing the epistemological and political domination of the "North". In Latin American decolonial sociology (Lander, 2000), we find useful formulations for deconstructing the epistemologically accepted arguments of the Global North as valid as universally valid or “generalizable.”

Methods, Techniques, or Modes of Inquiry
Upon empirical actions developed within Basic Education schools we understand that in conversations and narratives, researchers, students and teachers act and discuss the school space and its realities in search of curricular creations and narratives (Author). We advocate that everyday life studies (ELS) are an epistemological displacement of the Global North and a methodological perspective to research curricula through dialogic interactive processes emphasizing ecologies of knowledge and practice.

Data sources, evidence, objects, or materials
In line with researcher-embedded narrative methods, we wrote field notes, held focus group meetings, collected artifacts, and used a researcher notebook to record emergent findings and ideas. As research team, we discussed, deliberated, and identified substantiated patterns between empirical data through our frameworks.

Results or substantiated conclusions
Analyzing the field information through everyday practice focused on cognitive justice in which knowledge of the "South" and the "North" are placed in fair conditions of relationship, our research allows to demonstrate an effective social contribution to high intensity democracy, the one that counts on the wide participation of different social groups in the decision-making processes of collective interest. Thus, the daily curricular creation achieves an epistemological status of real, original and unrepeatable curricular production weaved by practitioners of everyday life within schools.

Scholarly Significance
This proposal aims to contribute to the field of educational theory insofar as it reshapes and revalues curricular practices within the schools’ everyday life while establishes a dialogue with Paraskeva’s ICT (2016). At the same time, we focus on empirical consistency to the notions formulated by Santos around the need of learning from the South.

References
Lander, E. (Org.). (2000) La colonialidad del saber: eurocentrismo y ciencias sociales. Perspectivas latinoamericana. Buenos Aires, CLACSO.

Paraskeva, J. (2016). Curriculum epistemicides. New York: Routledge.

Santos, B. S. (2011). Para além do pensamento abissal. In B. S. Santos & M. P. Meneses (Eds.), Epistemologias do Sul, , 31-83. São Paulo: Cortez.

Authors

• Inês Barbosa de Oliveira, University Estácio de Sá

• Maria Luiza Süssekind, federal university of rio de janeiro state unirio